Aquesta presentació tracta de la divulgació per a alumnes de secundàriadel teorema de Pitàgores.
Inclou l'enunciat del teorema, un repàs històric, algunes aplicacions com a conseqüències del compliment del teorema i finalment es deixa oberta una pregunta per tal que els oients interactuin amb el ponent i així posar en pràctica entre tots una aplicació del teorema, com és la representació gràfica de nombres irracionals.
Aquesta presentació tracta de la divulgació per a alumnes de secundàriadel teorema de Pitàgores.
Inclou l'enunciat del teorema, un repàs històric, algunes aplicacions com a conseqüències del compliment del teorema i finalment es deixa oberta una pregunta per tal que els oients interactuin amb el ponent i així posar en pràctica entre tots una aplicació del teorema, com és la representació gràfica de nombres irracionals.
The document outlines Grantham College's journey in developing staff skills and confidence in using information learning technologies (ILT) between 2006-2012. It discusses the implementation of a virtual learning environment (VLE) strategy including mandatory course content guidelines, a VLE awards scheme, and an ILT mentoring scheme. An evaluation found the mentoring scheme improved participants' confidence in using ILT on average from 2.4 to 4.3 on a 5-point scale.
The document proposes revisions to Ofsted's inspection framework for further education and skills providers in England. Key changes include fewer graded judgements focusing on outcomes for learners, quality of teaching and leadership/management. Inspections will have greater focus on teaching observation, narrowing achievement gaps, and leadership's impact on learning. Outstanding providers will see less routine inspection. The consultation timeline is outlined, with implementation planned for September 2012.
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
The document discusses strategies for managing email overload. It suggests using subject line prefixes to categorize emails, processing emails in batches at set times, replying immediately when reading emails, and using tools like filters, folders, and rules to organize emails. Prioritizing emails as information to file, actions to complete, or junk to delete is also recommended. The document ends by asking the reader what email management strategies work best for them.
Latest in a programme of regular provider Forums to promote the discussion and sharing of good practice and to maintain awareness of the use of technology in supporting teaching and learning.
The document outlines Grantham College's journey in developing staff skills and confidence in using information learning technologies (ILT) between 2006-2012. It discusses the implementation of a virtual learning environment (VLE) strategy including mandatory course content guidelines, a VLE awards scheme, and an ILT mentoring scheme. An evaluation found the mentoring scheme improved participants' confidence in using ILT on average from 2.4 to 4.3 on a 5-point scale.
The document proposes revisions to Ofsted's inspection framework for further education and skills providers in England. Key changes include fewer graded judgements focusing on outcomes for learners, quality of teaching and leadership/management. Inspections will have greater focus on teaching observation, narrowing achievement gaps, and leadership's impact on learning. Outstanding providers will see less routine inspection. The consultation timeline is outlined, with implementation planned for September 2012.
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
The document discusses strategies for managing email overload. It suggests using subject line prefixes to categorize emails, processing emails in batches at set times, replying immediately when reading emails, and using tools like filters, folders, and rules to organize emails. Prioritizing emails as information to file, actions to complete, or junk to delete is also recommended. The document ends by asking the reader what email management strategies work best for them.
Latest in a programme of regular provider Forums to promote the discussion and sharing of good practice and to maintain awareness of the use of technology in supporting teaching and learning.
The purpose of the WIDGaT tool, created by the Accessibility Research Centre at Teesside University, is to support the production by non-technical staff of widgets that meet the needs of learners with disabilities who may require their learning resources to be adapted or personalised.
The WIDGaT toolkit (Design Template, Authoring Tool and Widget Repository) supports tutors and carers to design and develop, without any technical knowledge beyond basic computer literacy, open source, W3C standard widgets.
Los ajedrez es un popular juego de mesa para dos jugadores que se originó en la India y también tiene orígenes árabes y persas. Cada jugador controla 16 piezas (8 peones, 2 caballos, 2 alfiles, 2 torres, 1 rey y 1 reina) de colores opuestos y se mueven alternativamente siguiendo reglas como que las piezas no pueden saltar sobre otras. Normalmente una partida se gana dando jaque mate al rey del oponente a través de un ataque directo.
4. Demostració del teorema de Pitàgores. El triangle en vermell és el triangle rectangle el qual volem demostrar que compleix que la suma dels quadrats dels catets és el quadrat de la hipotenusa. És a dir que un triangle rectangle de costats a i b compleix el teorema de Pitàgores. El costat del quadrat gran mesura (a+b). I el quadrat inscrit mesura h. És una igualtat senzilla. L'àrea del quadrat més gran és igual a l'àrea del quadrat inscrit més l'àrea dels quatre triangles. El quadrat gran medeix (a+b) de costat, llavors l'àrea és aquesta mesura al quadrat. Mentre que per altra banda tenim l'àrea del quadrat inscrit que mesura h de costa, per tant l'àrea és el quadrat d'h. Falta sumar-hi els quatre triangles que són tots iguals i cadascun d'ells té per àrea base (=a) per alçada (=b) dividit per dos. D'aquesta igualtat d'àrees surt el teorema de Pitàgores al desenvolupar-la una mica.
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6. Aplicacions També podem utilitzar el teorema per esbrinar si un triangle del que coneixem els tres costats és rectangle o no. A continuació resoleu uns petits exercicis de pràctica sobre la resolució de triangles mitjançant el teorema.: · Una escala de longitud 3,7m està recolzada a 1,2 m de la paret, a quina alçada arriba? · Els tres costats d'un triangle fan 18 cm, 24 cm i 29 cm. Podem assegurar que es tracta d'un triangle rectangle? · El Jaume vol construir una vela en forma de triangle rectangle per a la seva planxa de windsurf. Un cop acabada mesura els tres costats i fan 8,15 i 17 dm. Ha construït correctament la vela? Quants metres quadrats de tela ha necessitat?